Discourse Analysis of Science Teachers Talk as a Self-reflective Tool for Promoting Effective NOS Teaching

Piliouras, Panagiotis; Plakitsi, Katerina; Nasis, Georgios

doi:10.5430/wje.v5n6p96

Cited by 7 publications

(4 citation statements)

References 39 publications

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“…(SUBRAMANIAN, 2001;NELSON, 2009;TROIANO, 2012;VERJOVISKY;WALDEGG, 2005;COPPERSMITH, 2017). Não obstante, professores pesquisam sua própria prática em colaboração profissional com outros docentes e envolvidos em atividades colaborativas, que incentivam a produção de materiais, bem como a análise de seus discursos, conduzindo à transformação do repertório desses discursos nas suas aulas de Ciências e possibilitam a reflexão crítica na construção de significados (NELSON, 2009;PILIOURAS, 2005;KOKKOTAS et al, 2009;NASIS, 2015;EFTHIMIOU, 2017).…”

Section: Aprendizagem Colaborativa No Ensino De Ciênciasunclassified

Indagação Dialógica De Gordon Wells Em Processos Formativos Com Professores: Interlocuções Com a Comunidade Científica Internacional

Fazio¹,

Heckler

Galiazzi

2022

Contexto

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O estudo comunica, em perspectiva fenomenológica hermenêutica, o que se mostra da indagação dialógica de Gordon Wells em comunicações da comunidade científica internacional que envolvam processos formativos. Desenvolveu-se uma pesquisa exploratória-descritiva a partir das 10 obras mais citadas do autor na base de dados do Google Acadêmico. Foram selecionados 119 trabalhos, lidos integralmente e organizados em sínteses, traduzidas para língua portuguesa, evidenciando os aspectos teórico-práticos da indagação dialógica em cada um deles. Emergiram do processo da análise cinco categorias: i) Escrita, Leitura e Comunicação via Ferramentas Tecnológicas; ii) A Interatividade e a Colaboração em Redes; iii) Desenvolvimento Profissional em Comunidades; iv) Aprendizagem Colaborativa no Ensino de Ciências; v) Tutoria e Mediação no Desenvolvimento Profissional. Os aspectos que se mostram em relação aos contextos em que a indagação dialógica de Gordon Wells é integrada fornecem pistas para que seja possível compreender o desenvolvimento profissional em um viés dialógico, social e colaborativo em ambientes com sujeitos diferentes.

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Section: Aprendizagem Colaborativa No Ensino De Ciênciasunclassified

Indagação Dialógica De Gordon Wells Em Processos Formativos Com Professores: Interlocuções Com a Comunidade Científica Internacional

Fazio¹,

Heckler

Galiazzi

2022

Contexto

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“…For the past 100 years, the definition of Nature of Science (NOS) and its aspects has been a matter of constant debate between philosophers/historians/sociologists of science and educators. Until today, there is no consensus on its definition and its aspects (Lederman, Antink & Bartos, 2014;Piliouras & Plakitsi, 2015;Lederman, 2019;McComas, 2017;Clough, 2007;Allchin, 2011;Matthews, 2012;Erduran & Dagher, 2014;Van Dijk, 2011). However, all of them acknowledge the importance of NOS aspects in Science teaching.…”

Section: The Nature Of Scientific Knowledge and Why Its Teaching Is Imentioning

confidence: 99%

The Degree that Nature of Scientific Knowledge Aspects are Included in the Science Classes of Greek High Schools

Koumara

Plakitsi

2020

WJE

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The present study examines the integration level of the Nature of Scientific Knowledge in secondary school science classes in Greece. The research was designed and organized on the basis of the Cultural-Historical Activity Theory. The activity system of the researchers, who use the proper tools each time, are in network relations with the activity system of Science Education. Major components of the educational system are studied (the curriculum, textbooks, teachers’ know-how and teaching methods, school inspectors’ viewpoints, students’ knowledge) in relation to the nature of scientific knowledge, to ensure valid results. The curriculum and textbook content is decoded, the knowledge of teachers and students is assessed with the use of an internationally validated questionnaire, and interview protocols are analyzed. Research results reveal that the nature of scientific knowledge is included in a small degree in the curriculum and textbooks, teachers refer intuitively to some of these aspects, without assessing the knowledge of students, and, finally, the majority of high-school graduate students have naïve views regarding the nature of scientific knowledge.

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“…Data revealed that this assumption had a direct impact on participants' personal and professional identities, since their world, language, and different roles have been modeled and limited, influencing their classroom practices (Piliouras, Plakitsi, & Nasis, 2015).…”

Section: Conclusion and Further Researchmentioning

confidence: 99%

Unveiling EFL and Self-Contained Teachers’ Discourses on Bilingualism Within the Context of Professional Development

Cely

Paola²

2018

HOW

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Throughout time, the predominant use of certain languages has allowed some nations to take control over others and assure for them a privileged position. This study unveiled how certain practices and ideologies in regard to bilingualism have influenced teachers' professional development. Data were collected through discussion group sessions, reflective journals, and protocols from five teachers from a private K-11 school in Bogota. Analysis indicated participants' discourses drew on hegemonic, colonial, and manipulative ideas. Nevertheless, when dialoguing and peer coaching, a discourse of resistance was constituted. The study suggested further research into teachers' professional growth, bilingualism, and bilingual education in monolingual contexts as the Colombian one.Key words: Bilingualism, bilingual curriculum, discourses, teacher's professional development.A lo largo de la historia, el uso predominante de ciertos idiomas ha permitido a algunas naciones tomar el control sobre otras y asegurar una posición privilegiada. Este estudio reveló cómo ciertas prácticas e ideologías con respecto al bilingüismo han influido en el desarrollo profesional docente. Los datos fueron recolectados a través de sesiones de grupos de discusión, diarios reflexivos y protocolos de cinco profesores de un colegio privado (K-11) en Bogotá. El análisis indicó que los discursos de los participantes se basan en ideas hegemónicas, coloniales y de manipulación. Sin embargo, al dialogar y guiarse mutuamente, un discurso de resistencia se constituyó. El estudio sugiere una investigación más profunda sobre desarrollo profesional docente, bilingüismo y educación bilingüe en contextos monolingües como el colombiano.Palabras clave: bilingüismo, currículo bilingüe, desarrollo profesional docente, discursos.

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Discourse Analysis of Science Teachers Talk as a Self-reflective Tool for Promoting Effective NOS Teaching

Cited by 7 publications

References 39 publications

Indagação Dialógica De Gordon Wells Em Processos Formativos Com Professores: Interlocuções Com a Comunidade Científica Internacional

Indagação Dialógica De Gordon Wells Em Processos Formativos Com Professores: Interlocuções Com a Comunidade Científica Internacional

The Degree that Nature of Scientific Knowledge Aspects are Included in the Science Classes of Greek High Schools

Unveiling EFL and Self-Contained Teachers’ Discourses on Bilingualism Within the Context of Professional Development

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